Kristin Janka Millar

The resources below were discussed on the first day of the summer institute. Teachers used laptops to explore websites and had a change to examine books and other resources. Below is a list of international-related websites by Michigan State University and other educational websites for K-12 educators and students. Also included are some of our favorite books for teaching about Latin America and for thinking about the how the world (and Latin America) is represented in textbooks and curriculum.



WEBSITES

Michigan State University International-related websites

Center for Latin American and Caribbean Studies (CLACS)
Michigan State University
http://www.isp.msu.edu/clacs

College of Arts and Letters
Michigan State University
http://www.cal.msu.edu

College of Education
Michigan State University
http://www.educ.msu.edu

Department of Teacher Education
Michigan State University
http://ed-web3.educ.msu.edu/te/

Department of Spanish and Portuguese
Michigan State University
http://www.spp.msu.edu

International Studies and Programs
Michigan State University
http://www.isp.msu.edu

LASER (Latin America School and Educational Resources)
http://www.laser.msu.edu
Center for Latin American and Caribbean Studies, Michigan State University

LATTICE (Linking All Types of Teachers to International Cross-cultural Education)
http://www.latticeworld.org

MSU Global Access
http://www.msuglobalaccess.net/
International Studies and Programs, Michigan State University

Partnership to Prepare Global and International Educators (P-GLIE)
http://www.educ.msu.edu/teachglobal
Department of Teacher Education, Michigan State University

American Council on the Teaching of Foreign Languages (ACTFL)
http://www.actfl.org

I EARN (International Education and Resource Network)
http://www.iearn.org/

International Education
http://www.internationaled.org/

Jackdaw Publications – Primary Source Documentshttp://www.jackdaw.com

LANIC (Latin American Network Information Center)http://lanic.utexas.edu/University of Texas-Austin

Latin America Data Base (LADB)
http://ladb.unm.edu/
University of New Mexico

Latin American Studies Association ((LASA)
http://lasa.international.pitt.edu/

Modern Language Association (MLA)
http:www.mla.org

National Council for the Social Studies (NCSS)
http://www.ncss.org/

Outreach World
http://www.outreachworld.org/

Rethinking Schools – Online
http://www.rethinkingschools.org

RETANET (Resources for Teaching about the Americas)
http://retanet.unm.edu/
University of New Mexico

TeachGlobal.net
Ohio State University

BOOKS

Anderson, D. & Kuhnheim, J. (2003). Cultural studies in the curriculum: Teaching Latin America. Modern Language Association of America.
Cultural studies has shifted the focus of language and literary studies to concerns previously excluded from the classroom: the perspectives of marginal groups, the expressive forms and social practices of popular and mass cultures. Among Latin Americanists, this academic approach is strongly contested, for reasons both philosophical and political. In their introduction, the editors examine this conflict, relating the history of cultural studies in Latin America to later developments in Britain and the United States. The nine essays in this volume probe the tension and interdependence between the literary and the cultural, and they demonstrate the relevance of cultural studies to a new generation of language learners in tan era of globalization.

Bigelow, B. & Peterson, B. (1998). Rethinking Columbus: The next 500 years. Rethinking Schools, Ltd.
This is a revised and expanded edition of a popular 1991 booklet that changed the way "the discovery of America" is taught in classroom and community settings. The new edition has over 100 pp. of new material, including a role-play trial of Columbus, materials on Thanksgiving Day, resources, historical documents, poetry, and more. It will help readers replace murky legends with a better sense of who we are and why we are here -- and celebrates over 500 years of the courageous struggles and lasting wisdom of native peoples.

Bigelow, B. & Peterson, B. (2002). Rethinking globalization: Teaching for justice in an unjust world. Rethinking Schools, Ltd.
Rethinking Globalization is the best single-volume source for teaching strategies that will help students make sense of an increasingly complicated and scary world. Rethinking Globalization alerts readers to the challenges we face--from child labor to sweatshops, from global warming to destruction of the rainforests--and also spotlights the enormous courage and creativity of people working to set things right. This essential resource includes role plays, interviews, poetry, stories, background readings, hands-on teaching tools, and much more!

Bigelow, B. (2006). The line between Us: Teaching about the border and Mexican immigration. Rethinking Schools, Ltd.
The Line Between Us explores the history of U.S-Mexican relations and the roots of Mexican immigration, all in the context of the global economy. And it shows how teachers can help students understand the immigrant experience and the drama of border life. But The Line Between Us is about more than Mexican immigration and border issues. It's about imaginative and creative teaching that gets students to care about the world. Using role plays, stories, poetry, improvisations, simulations and video, veteran teacher Bill Bigelow demonstrates how to combine lively teaching with critical analysis.

Bratzel, J. & Joyce, W. (2006). Teaching about Canada and Mexico. National Council for the Social Studies.

Goodwin, P. (2006). Global Studies: Latin America. McGraw-Hill/Dushkin.
From McGraw-Hill Contemporary Learning Series (formerly known as McGraw-Hill/Dushkin), the Global Studies volumes are designed to provide comprehensive background information and selected world press articles on the regions and countries of the world. This twelfth edition of includes introductory essays on Mexico, Central America, South America, and the Caribbean region, with concise reports and current statistics for each of the countries within these regions. This background information is complemented by a selection of articles from the world press.

Lutz, C. A. & Collins, J. L. (1993). Reading National Geographic. University of Chicago Press.
Lutz and Collins take us inside the National Geographic Society to investigate how its photographers, editors, and designers select images and text to produce representations of Third World cultures. Through interviews with the editors, they describe the process as one of negotiating standards of "balance" and "objectivity," informational content and visual beauty. Then, in a close reading of some six hundred photographs, they examine issues of race, gender, privilege, progress, and modernity through an analysis of the way such things as color, pose, framing, and vantage point are used in representations of non-Western peoples. Finally, through extensive interviews with readers, the authors assess how the cultural narratives of the magazine are received and interpreted, and identify a tension between the desire to know about other peoples and their ways and the wish to validate middle-class American values. The result is a complex portrait of an institution and its role in promoting a kind of conservative humanism that acknowledges universal values and celebrates diversity while it allows readers to relegate non-Western peoples to an earlier stage of progress. We see the magazine and the Society as a key middlebrow arbiter of taste, wealth, and power in America, and we get a telling glimpse into middle-class  American culture and all the wishes, assumptions, and fears it brings to bear on our armchair explorations of the world.

McCarthy, C., Crinchlow, W., Dimitriades, G. Dolby, N. (2005). Race, identity, and representation in education. RoutledgeFalmer.
This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent. The timely entries foreground the complex intersection of race with the dynamic variables of popular culture, identity formation and state/public policy formulation in the new millennium. Throughout, the emphasis is on multidisciplinary approaches and analyses that seek to integrate contemporary issues concerning race and education in the U.S. within a broader global context of center-periphery relations.

Merryfield, M. & Wilson, A. (2005). Social studies and the world: Teaching global perspectives. National Council for the Social Studies

Suarez-Orozco, M. & Qin-Hilliard, D. B. (2004). Globalization: Culture and education in the new millennium. University of California Press.
Globalization defines our era. While it has created a great deal of debate in economic, policy, and grassroots circles, many aspects of the phenomenon remain virtual terra incognita. Education is at the heart of this continent of the unknown. This pathbreaking book examines how globalization and large-scale immigration are affecting children and youth, both in and out of schools. Taking into consideration broad historical, cultural, technological, and demographic changes, the contributors--all leading social scientists in their fields--suggest that these global transformations will require youth to develop new skills, sensibilities, and habits of mind that are far ahead of what most educational systems can now deliver. Drawing from comparative and interdisciplinary materials, the authors examine the complex psychological, sociocultural, and historical implications of globalization for children and youth growing up today. The book explores why new and broader global visions are needed to educate children and youth to be informed, engaged, and critical citizens in the new millennium.

Willinsky, J. (1999). Learning to divide the world: Education at empire’s end. Minnesota: University of Minnesota Press.
Willinsky decribes how colonialism and imperialism shaped the Western way of thinking and how Westerners were educated. He discusses "how five centuries of studying, classifying, and ordering humanity within an imperial context gave rise to peculiar and powerful ideas of race, culture, and nation," and he explores what happens when our comprehension of the world is tied to our conquest of it. How has education today been influenced by "the global forces of imperialism" in the past? How have centuries of European expansion influenced how we see the world? And how have migrations of peoples around the globe in recent decades changed our assumptions of it? (Library Journal